Relationship of Emotional Characteristics and Depression with Intelligence Quotient in Children with Attention Deficit Hyperactivity Disorder

Document Type: Original Article

Authors

1 Instructor, Psychology Department, Islamic Azad University, Zarand Branch, Kerman Iran

2 Assistant Professor, Psychiatry Department, Kerman University of Medical Sciences, Kerman, Iran

3 Instructor, Rafsanjan Vali Asr University, Rafsanjan, Iran

4 Assistant Professor, Psychology Department, Islamic Azad University, Zarand Branch, Kerman, Iran

5 Assistant Professor, Educational Sciences Department, Shahid Bahonar University , Kerman, Iran.

Abstract

Introduction: Attention Deficit Hyeperactivity Disorder (ADHD) is a relatively prevalent disorder in children and is associated with some other disorders including depression. This problem also affects the emotional characteristics and intelligence quotient. The aim of this study was to examine the relationship of Emotional Characteristics (EC) and depression with Intelligence Quotient (IQ) in children with ADHD. Method: Fifty six children with ADHD and fifty six normal children matched for age and sex were selected. To determine EC, depression and IQ, the Bender – Gestalt test, Children Depression Scale, and the Raven Progressive Matrices were administered respectively. Results: There was a positive significant correlation between EC and IQ (P<0.01), depression and IQ (P<0.01). According to 2-variable regression analysis the regression for IQ on EC and depression was significant (P<0.01).The R2 quotient showed that nearly 41% of the IQ score was accounted for by two other independent variables of which the role of EC was 32%. Also, the results of the regression analysis indicated that the addition of a depression variable to the regression equation only increases the prediction power by 9% and among the mentioned variables, EC was the best predicators of IQ in ADHD children. Finally a t test showed a significant difference between the studied variables in ADHD and normal groups (P<0.01). Conclusion: Considering the high correlation between EC and IQ as well as the significant difference between the children with ADHD and normal children, monitoring of EC has an important role in increasing the affected children's IQ.

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